Application of Web 2.0 to Reduce Failure in English

Authors

DOI:

https://doi.org/10.24320/redie.2024.26.e05.6038

Keywords:

Educational innovation, linguistic research, educational sciences, foreign language

Abstract

The purpose of the intervention was to reduce the failure rate in English with the help of a website built to support the learning experience. Action research was employed in a mixed-methods approach with an exploratory sequential design. Techniques such as documentary analysis, semistructured interviews, and participant observation were employed with 255 high schoolers. Findings revealed that the website, together with follow-up from the teacher-researchers, helped most students achieve a passing grade, empowered the learning experience, and enhanced communicative competence and linguistic awareness. Additionally, the website’s user-friendly nature and well-suited interface simplified the learning dynamic. Furthermore, according to website data, this digital space was also used in other settings with similar objectives. Even so, apathy remained a problem as some learners chose not to take part in the strategy and did not pass. We believe that the research contributes to the state of the art and generates knowledge, especially given the lack of research addressing failure in language education.

Downloads

Download data is not yet available.

References

Alhumaid, K. (2019). Four ways technology has negatively changed education. Journal of Educational and Social Research, 9(4), 10–20. https://www.richtmann.org/journal/index.php/jesr/article/view/10526

Bensalem, E. (2020). Foreign language reading anxiety in the Saudi tertiary EFL context. Reading in a Foreign Language, 32(2), 65-82. https://nflrc.hawaii.edu/rfl/item/442

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer.

Charmaz, K. (2006). Constructing grounded theory. SAGE Publications.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge, Taylor & Francis Group.

Creswell, J. W., & Plano-Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

De la Cruz, G. (2022). Política educativa y equidad: Desafíos en el México contemporáneo [Education policy and equity: Challenges in contemporary Mexico]. Revista Latinoamericana de Estudios Educativos, 52(1), 71–92. https://doi.org/10.48102/rlee.2022.52.1.468

Díaz, D., & Ruiz, A. (2018). Reprobación escolar en el nivel medio superior y su relación con el autoconcepto en la adolescencia [Failure in upper secondary education and its relation to self-concept in adolescence]. Revista Latinoamericana de Estudios Educativos, 48(2), 125–142. https://doi.org/10.48102/rlee.2018.48.2.49

DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010

Efrat-Efron, S., & Ravid, R. (2013). Action research in education: A practical guide. The Guilford Press.

Gros-Salvat, B. (2001). Burrhus Frederic Skinner y la tecnología en la enseñanza [Burrhus Frederic Skinner and technology in teaching]. In J. Trilla-Bernet (Coord.), El legado pedagógico del siglo XX para la escuela del siglo XXI (pp. 229-248). Graó.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Jurado, E. W., & Martos, F. (2022). Diseño de un sitio web de aprendizaje de inglés mediante el modelo ADDIE [Designing an English learning website using the ADDIE model]. Apertura, 14(1), 148–163. https://doi.org/10.32870/Ap.v14n1.2132

Kazazoğlu, S., & Bilir, S. (2021). Digital storytelling in L2 writing: The effectiveness of “Storybird Web 2.0 Tool”. TOJET: The Turkish Online Journal of Educational Technology, 20(2), 44-50. https://eric.ed.gov/?id=EJ1304892

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.

Marín, C. I., Librado, E., & Alarcón, M. E. (2014). Estudiantes universitarios en situación de examen de última oportunidad de Inglés I [University students and the last-chance exam in English I]. Actualidades Investigativas en Educación, 15(1). https://doi.org/10.15517/aie.v15i1.17589

Martínez-Pérez, M. G. (2021). Plataformas Web 2.0 para la producción del idioma inglés [Web 2.0 platforms for English production]. Con-Ciencia Boletín Científico de la Escuela Preparatoria No. 3, 8(16), 42-46. https://repository.uaeh.edu.mx/revistas/index.php/prepa3/article/view/7337

Meléndez-Machorro, I. E., Valencia-Cruz, K. G., Román-Ortiz, B., & González-Pérez, M. (2022). Analysis of the low level of achievement in the English subject of the Universidad Tecnológica de Tecamachalco. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 5300–5310. https://doi.org/10.37811/cl_rcm.v6i6.3811

Mohamed, O. I. (2021). The effectiveness of Internet and mobile applications in English language learning for health sciences’ students in a university in the United Arab Emirates. Arab World English Journal, 12(1), 181–197. https://doi.org/10.24093/awej/vol12no1.13

Murillo-García, O. L., & Luna-Serrano, E. (2021). El contexto académico de estudiantes universitarios en condición de rezago por reprobación [The academic context of failing college students]. Revista Iberoamericana de Educacion Superior, 12(33), 58–75. https://doi.org/10.22201/iisue.20072872e.2021.33.858

Nawaila, M. B., Kanbul, S., & Alhamroni, R. (2020). Technology and English language teaching and learning: A content analysis. Journal of Learning and Teaching in Digital Age, 5(1), 16–23. https://dergipark.org.tr/en/pub/joltida/issue/55477/760130

Pineda, K. A. (2021). Collaborative oral presentations as a strategy to evaluate English in Mexican high schoolers. Ciex Journal, (13), 19–30. https://journal.ciex.edu.mx/index.php/cJ/article/view/128

Pineda, K. A. (2022). Innovation through Web 2.0 to support English language learning. Sinéctica, (59), 1-15. https://doi.org/10.31391/s2007-7033(2022)0059-005

Prihantoro, A., & Hermawan, T. (2021). Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education. International Journal of Educational Spectrum, 3(2), 131-149. https://doi.org/10.47806/ijesacademic.896661

Salas, F., González, E. O., & Estévez, E. H. (2021). Microlearning: Innovaciones instruccionales en el escenario de la educación virtual [Microlearning: Instructional innovations in virtual education]. IE Revista de Investigación Educativa de la REDIECH, 12, e1262, 1-17. https://doi.org/10.33010/ie_rie_rediech.v12i0.1262

Sánchez-Aguilar, N., De Santiago-Badillo, B. S., & Jöns, S. (2017). Factores relacionados con la reprobación en Inglés en educación superior [Factors related to failure in English courses in higher education]. Conciencia Tecnológica, (54).

Savvides, N., Milhano, S., Mangas, C., Freire, C., & Lopes, S. (2021). ‘Failures’ in a failing education system: Comparing structural and institutional risk factors to early leaving in England and Portugal. Journal of Education and Work, 34(7–8), 789–809. https://doi.org/10.1080/13639080.2021.2002831

Stefancik, R., & Stradiotová, E. (2020). Using Web 2.0 tool podcast in teaching foreign languages. Advanced Education, 7(14), 46–55. https://doi.org/10.20535/2410-8286.198209

Stringer, E. T. (2007). Action research (3rd ed.). SAGE Publications.

Syamsul, A., Abdullah, F., Siti Fatimah, A., & Nurul Hidayati, A. (2021). Portfolio-based assessment in English language learning: Highlighting the students’ perceptions. J-SHMIC: Journal of English for Academic, 8(1), 1-11. https://doi.org/10.25299/jshmic.2021.vol8(1).6327

Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.

Torres-Zapata, Á. E., Rivera, J., Flores, P., García, M. del P., & Castillo, D. A. (2020). Reprobación, síntoma de deserción escolar en licenciatura en Nutrición de la Universidad Autónoma del Carmen [Failure, a symptom of dropout from the bachelor’s degree in nutrition at Universidad Autónoma del Carmen]. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 10(20). https://doi.org/10.23913/ride.v10i20.602

Traxler, J. (2021). A critical review of mobile learning: Phoenix, fossil, zombie or …? Education Sciences, 11(9). https://doi.org/10.3390/educsci11090525

Umar-Sa’ad, T., & Usman, R. (2014). The causes of poor performance in English language among senior secondary school students in Dutse metropolis of Jigawa State, Nigeria. IOSR Journal of Research & Method in Education, 4(5), 41-47.

Vázquez, J. C., & Ortíz, V. (2018). Innovación educativa como elemento de la doble responsabilidad social de las universidades [Educational innovation as an element of the dual social responsibility of universities]. IE Revista de Investigación Educativa de la REDIECH, 9(17), 133-144. https://doi.org/10.33010/ie_rie_rediech.v9i17.157

Wei, Y. (2022). Toward technology-based education and English as a foreign language motivation: A review of literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/fpsyg.2022.870540

Downloads

Article abstract page views: 1219

Published

2024-04-25

Similar Articles